18.5 - Summary
Write one to two sentences summarizing which articles you read and what they discussed.
18.6 - Questions on reading
Answer the following questions:
What does Bashar Assad stand for?
What countries back Assad, and why?
What do the Syrian rebels stand for?
How has Assad’s government responded to the rebellion?
What is the composition of Syria’s population and what role are different groups playing in the current crisis
Who are the Syrian rebels?
How have the rebels conducted their rebellion?
What countries are backing the rebellion, and what are their motives?
What are the relations between the countries opposing Assad’s government (US, western Europe, Turkey, Saudi Arabia) and those friendly with it (Iran, China, Russia) and what policies follow from those relations?
What, if anything, might Syria have to do with relations between its supporters and opponents; that is, why does Syria matter to the two sides?
18.7 - Human Rights Essay
You will write a two page report on what you have learned about the UDHR, MDG, and the conflict in Syria.
19.1 - How long have women had the right to vote in this country?
Guess - then look up the answer.
19.2 - Chores
What chores do you do in your household? Are there any chores in your family which are assigned based on gender - if so list them. What are the stereotypes associated with chores and boys and girls?
19.3 - Define the word "suffrage" and include a picture
19.4 - Timeline of women's right to vote in the world
Look at the following timeline: Women's Suffrage Timeline
Which country gave women the right to vote first?
Which country was last?
Which country still does not let women vote?
Comments/Connections/Questions about this timeline?
19.5 - Eye on - Women in Saudi Arabia
Go through the following website: Women in Saudi Arabia
Go through each story, then answer the questions. Copy and paste your response to your wikispace page.
19.6 - The Problem with Educating Girls
Read and mark up the following article:
19.7 - Neeraj
You will need to log in to Teachers' Domain to watch this clip: Neeraj's story
After watching answer:
Describe the perceptions of the value of formal education held by Neeraj, her mother, and her father.
In what ways does custom govern Neeraj's life?
Do you suppose Neeraj will continue her education? Explain your view.
Whose interests would be served if Neeraj were to continue her education?
19.8 - Girls in India
Go to the following website: What's going on in India
Pick one of the girls (Aarti, Geetha, or Leela). Read their story and watch the video clip. Then answer these questions: 1. Describe the clip you watched and describe the daily challenges faced by the girl in the story.
2. Describe how her situation is similar/ different to another story we have examined.
3. What is her family situation like? How can family support make a difference?
4. What is being done to solve this issue for this particular girl? What changes would you suggest?
19.9 - Haitza
Watch the slideshow about Haitza in Nicaragua Haitza
Predict: how could Haitza's education help her family and her community?
19.12 - Create a Brochure
You will create a brochure of pamphlet that will be used to publicize the issue of girls' education for the school community. Consider whether or not meeting MDG 2 and MDG 3 will help to meet other Millennium Development Goals (refer back to Week 4, Task 17.4). You should also include what changes you would make to solve this issue.
You can use the Microsoft Word Brochure Template
Go to File
Select new
Select "Brochures and Templates"
Select the Brochure folder
Select any type of template you like
Or you can use one of the following Web 2.0 tools:
20.7 - Song as evidence
Listen to the song below to support the claim that alcohol was a problem in the 19th century. Complete the "I hear/It means" chart while you are listening. Who'll Buy? song
20.8 - The Bottle - a series of plates
Open the powerpoint presentation below and look at a series of 8 plates depicting a story, showing the moral and physical effects of alcohol. As you view the plates, complete an "I see/It means" in
20.9 - Women and Temperance over time
How does the Temperance movement and the role of women change over time? To investigate analyze the cartoon below:
20.10 - Venn Diagram
To compare how the movement changed over time, compare the cartoon you just looked at with the cartoon from 20.6, the Bar of Destruction
20.11 - Women in the Temperance Movement Read and take notes on the exert below from Jessy Randall, "The Origins of the American Temperance Movement." Ardent Spirits.
Focus on key questions:
20.12 - The Temperance Pledge
Pick at least two of the following pages to read through, then answer:
What tactics were used to stop people from drinking?
Do you think the tactics were effective, why or why not?
Could these tactics be used today?
1 - The Temperance Pledge and the illustration 2 - Illustration by Stebbins, Fifty Years History of the Temperance Cause 3 - American Temperance Union Pledge 4 - Philadelphia Female Total Abstinence Society Pledge 5 - Pennsylvania Catholic total Abstinence Society Pledge and Pledge for Children 6 - Pledge of the Pennsylvania Society for Discouraging the Use of Ardent Spirits
20.13 - Create a Bumper Sticker Create a bumper stick that illustrates an effect(s) of alcohol and convinces young adults today not to drink. Review the effects of alcohol in the early 19th Century. Look at the examples provided of Billboards from the 19th Century. Use the template or Web 2.0 tools provided below. On the template provided, you may use computer technology or draw your illustrations.
The Bumper Sticker must include: §a visual(s) §a slogan. §accurate information §creative and colorful illustrations and slogan §neat and legible work
The annual Malden versus Medford football game was played Friday night. Due to family commitments I was unable to attend the game. The game was decided when Donnell Wilson caught a touchdown pass on the last play of the 4th quarter giving Malden a 14-10 victory. Monday morning when I arrived at school "everyone" was talking about the "catch" and the victory. What I want to know is what REALLY happened and just how great of a play this catch actually was. Throughout the day I spoke to the following people in an attempt to obtain the truth. As I review each source I must constantly ask myself "what is the validity of each person's comment and what is their particular expertise in the area of high school football?"
Which document(s) do you think are unreliable? Why?
What are somethings that all documents agree on?
What are somethings that the documents disagree about?
Are there any other people that could have given a better account of what happened?
21.2 - Primary vs Secondary Sources 1. What do you think the difference is between a primary and a secondary source?
2. How is an historian like a detective?
21.3 - Let's Investigate
Go to DoHistory
Click on the topic: On your Own
Click on: History Tool Kit
Click on Using Primary Sources
21.4 - General List
Below are some basic questions you should ask about sources:
Who wrote or made it?
When was it written or made?
Where was it written or made?
Why was it written or made?
What point is the author or creator trying to make?
What evidence does this source contribute to your research?
Explain why these questions are important to an historian's work?
Identify which question you feel is the most important to an historians work and explain why
21.5 -Types of Primary and Secondary Sources
Now its your turn to identify what are some types of primary and secondary sources most often used by historians
Below are two links that may help you in your search. Feel free to search for other sources!!
In your virtual notebook, create lists for types of Primary and types of Secondary sources
21.6 -Test what you Know about Primary and Secondary Sources
Click on the link below which gives you the chance to identify primary and secondary sources:
Click on Begin the Lesson near the bottom of the page
Read What are Historical Sources near the bottom of the page
You are given two examples of how a topic can be a primary or a secondary source
Create a similar example of an object or topic as a primary or secondary source.
Click next and go to Differences between Primary and Secondary Sources near the bottom of the page. Go through the examples they give you and check your answers for accuracy.
When you feel you understand the differences of the examples given:
Click next to Questions to Ask Sources located near the bottom of the page. When you feel you understand this information:
Click Next to Titanic Source Quiz at the bottom of the page
Take the quiz Press finish when you have completed all the questions and see how you did!!
21.7 -Design your own Quiz on Primary and Secondary Sources
Review your lists of examples of types of primary and secondary sources
Select a topic or period in history (or psychology if you like)
Create a quiz made up of a least eight sources that represent primary and secondary sources on your selected topic.
Use the same format that was used in the on line lesson
Upload pictures of your selected sources
Below are a few links you may want to look at to get you started on your selected topic:
21.8 - Paragraph
Write a paragraph on why both primary and secondary sources are essential to the the work of an historian.
21.9 -Thesis statements
What is a thesis statement? Why are thesis statements so important?
Answer: what is the thesis statement used in that essay? What is your evaluation of that thesis statement?
Thesis Writing Guidelines
A thesis statement is an argument. It is a 1-2 sentence statement of the purpose of your essay: what will you be proving to the reader in the essay?
It should be toward the end of an introductory paragraph and include enough specifics that the reader has a general idea of the key points you will make to support your biggest claim.
Your thesis statement should likely be a compound sentence, including a preview of the major points you will make to support your big claim. So, instead of writing a simple thesis statement like "The end of World War II brought about major consequences" you should probably write something like "When World War II ended in 1945, the major consequences included the division of Germany, the start of the United Nations, and the beginning of the Cold War."
To write your thesis, ask yourself 4 questions:
a. What is my topic? b. What argument am I prepared to make? c. How can I state my argument as clearly and powerfully as possible? d. Is my statement a direct answer to the question or response to the prompt or claim about the topic?
21.10 - Pick the best Thesis Statement
For each essay question or prompt below, choose the better thesis statement from the two options that follow the question/prompt. For each choice, explain your reasoning.
Example: Prompt: Explain the relationship between nationalism and sectionalism in 1850s America. Choice 1: In 1850s America, nationalism was being overshadowing by growing sectionalist developments as the debate over the spread of slavery reached its highest points and set the stage for the start of the Civil War. Choice 2: American nationalism grew after the victory in the Mexican-American War in 1848 and the resulting land acquisitions. Answer: Choice 1 - The first thesis statement is better because it directly responds to the essay prompt, is clearly written, and includes specifics of the argument that will be made in the essay. Meanwhile, the second choice seems to be off in terms of time period and does not include enough specifics.
Student work: Prompt A: Why were the American colonists successful in winning independence from the British in the late 18th century? Choice 1: Aid from the French helped turn the tide of the American Revolution toward victory for the colonists. This, in addition to their previously held advantages of strong military leadership and homeland advantage, led the colonists to win the war and gain their independence. Choice 2: In the late 18th century, after years of protesting unfair laws and many key battles, the American colonists won independence from their mother country of Great Britain. Prompt B: In what ways was the abolition movement of 19th century America divided?
Choice 1: The abolition movement of 19th century America was divided in terms of both tactics and goals, as there were strong, differing opinions over how to most effectively make abolition occur and the process by which complete abolition should be sought.
Choice 2: Leading up to the Civil War, the abolition movement in America was divided, but ultimately remained united enough to push leaders of the country to end slavery forever. Prompt C: To what extent did Andrew Jackson’s presidency benefit the United States of America? Choice 1: Despite his record on treatment of Native Americans, Andrew Jackson’s presidency greatly benefited the U.S. due to his administration’s work on expanding voting rights and economic policies. Choice 2: Andrew Jackson was the eighth president of the United States and known for being the symbol of Jacksonian Democracy.
21.11 - Thesis Statement Generating
Choose five of the topics/questions/prompts below to create a thesis statement in response to. Under a heading of “Activity 11” write these 5 thesis statements. Remember to review the material that we have worked on throughout this topic before beginning. You may do a bit of research on any or all of them to help with your thesis statement creation, if you feel it necessary and/or helpful.
What is the best fast food restaurant operating today?
Asses this statement: no movie should ever have a sequel.
Should immigrants be allowed into the United States if they cannot speak basic English?
What are the reasons that a ratings system has been implemented for video games?
Why are there different age limits set on driver’s licenses (varies by state), voting (18), and alcohol use (21)?
Should the United States ever attack another country that has not attacked the U.S. first?
To what extent is Malden High School a great place to go to school?
Compare apples and oranges.
Analyze the reasons for which some teenagers drop out of school.
21.12 - Paragraph writing
Choose one of the thesis statements you wrote in the previous activity and write two paragraphs surrounding it. Include the statement you choose in an introduction paragraph and then write one body paragraph to continue the response. MAKE SURE YOU REVIEW all of the work and guides and tips before beginning.
21.13 - Memory and Study Skills
How do you remember information? How do you study?
21.14 - Memory Statements Copy the following statements into your virtual notebook. Put them in the order with the top one being the one that most relates to you, and list through the last one which least relates to you.
1. “I just can’t remember anything when I take tests.”
2. “I remember the information when I’m studying, but I forget it the day of the test.”
3. “I can’t even remember information while I am studying, much less during the test.”
4. “My memory is so bad that I can’t even remember three pieces of information!”
5. “I remember things I read in the textbook, but I can’t seem to remember what the teacher talks about in class.”
6. “I remember every word the teacher says in class, but I have trouble remembering information from what I read.”
7. “I’m just so bored with what we have to learn. I can’t remember things if they’re not interesting to me.”
21.15 - Handout
Mark up the handout. Then: Directions: Imagine that you find one of your good friends crying in the hall between classes because he or she is failing many classes. This friend is too upset to talk or listen to you and leaves school early to go home. You know this friend does well on classwork and homework assignments but always fails tests. You decide to write a long note with your advice about how to remember information for tests.
Before you begin writing, you might want to think about the different problems people have that cause them difficulty in remembering information on tests days. Think about specific solutions to these different problems. Also, think about ways to encourage your friends to use your suggestions. Write you response below, save and then upload to your virtual notebook.
22.4 - Olympics Primer
Go to the following website: BBC - Olympic Primer
Read through each section the complete the activities at the bottom. Copy and paste your results to your wikispace page.
What other two countries are allowing women to compete for the first time?
Based on what you have read about women in Saudi Arabia, describe the significance of this event. How is this a step forward?
Respond to the following quote: "There is almost no public tradition of women participating in sport in Saudi Arabia, and officials have found it difficult to find athletes who could meet the minimum criteria for competing." What chance do these women have in the Olympics?
22.6 - Summer Summary
Which topics were your favorite and why? Which topics were your least favorite and why?
22.7 - Final Presentation
Pick one of the technology tools we have used over the past few weeks and create a presentation sharing what you learned in summer school history. You must include the following:
at least five new concepts, events, skills and/or technology tools that you learned about - ONE FROM EACH WEEK
explain why you enjoyed it
explain how you will use this information or skill in the future.
Table of Contents
Day 18 - Monday July 23rd
18.1 - Reflect
Create a "Week 5" page. What are the Millennium Development Goals? How do they connect to the Universal Declaration of Human Rights?
18.2 - Conflict in Syria
Where is Syria? Look it up on a map. List what area of the world it is and what countries border it.
18.3 - Background on the Conflict
Read and mark up the following document:
18.4 - Further Reading
Pick two of the following four articles to read (read all of them for extra credit)
Hillary Clinton: Remarks at a United Nations Security Council Session on the Situation in Syria
//Asia Times//, M. K. Bhadrakumar: Syria on the boil, US warship in Black Sea
//China Daily//: U.S. solution to Syria issue doomed to failure
//Russia Today//: Mainstream media self-censorship
18.5 - Summary
Write one to two sentences summarizing which articles you read and what they discussed.
18.6 - Questions on reading
Answer the following questions:
18.7 - Human Rights Essay
You will write a two page report on what you have learned about the UDHR, MDG, and the conflict in Syria.
This site is great for more research:
Human Rights Watch - Syria
Day 19 - Tuesday July 24th
19.1 - How long have women had the right to vote in this country?
Guess - then look up the answer.
19.2 - Chores
What chores do you do in your household? Are there any chores in your family which are assigned based on gender - if so list them. What are the stereotypes associated with chores and boys and girls?
19.3 - Define the word "suffrage" and include a picture
19.4 - Timeline of women's right to vote in the world
Look at the following timeline:
Women's Suffrage Timeline
19.5 - Eye on - Women in Saudi Arabia
Go through the following website:
Women in Saudi Arabia
Go through each story, then answer the questions. Copy and paste your response to your wikispace page.
19.6 - The Problem with Educating Girls
Read and mark up the following article:
List three barriers to girls' education.
19.7 - Neeraj
You will need to log in to Teachers' Domain to watch this clip:
Neeraj's story
After watching answer:
19.8 - Girls in India
Go to the following website:
What's going on in India
Pick one of the girls (Aarti, Geetha, or Leela). Read their story and watch the video clip. Then answer these questions:
1. Describe the clip you watched and describe the daily challenges faced by the girl in the story.
2. Describe how her situation is similar/ different to another story we have examined.
3. What is her family situation like? How can family support make a difference?
4. What is being done to solve this issue for this particular girl? What changes would you suggest?
19.9 - Haitza
Watch the slideshow about Haitza in Nicaragua
Haitza
Predict: how could Haitza's education help her family and her community?
Extra credit videos - if you have time:
Night School
School in Benin
19.10 - Benefits of Girls Education
Read through the following website:
Girls Education
List the benefits of educating girls.
19.11 - Reflection on what you have learned
Share your thoughts about these stories on the link below:
Wallwisher - Education for Girls in the World
19.12 - Create a Brochure
You will create a brochure of pamphlet that will be used to publicize the issue of girls' education for the school community. Consider whether or not meeting MDG 2 and MDG 3 will help to meet other Millennium Development Goals (refer back to Week 4, Task 17.4). You should also include what changes you would make to solve this issue.
You can use the Microsoft Word Brochure Template
Or you can use one of the following Web 2.0 tools:
MyBrochureMaker
LetterPop
FormatPixel
Day 20 - Wednesday July 25th
(adapted from Ms.Allen's lesson)20.1 - What is temperance? Define
20.2 -The Victim of Ardent Spirits
Examine the picture below then answer the questions
Click here to enlarge the picture
20.3 -Chart on Alcohol Consumption
Open and mark up the document below:
20.4 -The Alcoholic Republic
Open the document below and complete the "It says/It means" then answer the questions below:
Questions:
20.5 - Key Terms
Define and illustrate the following terms:
Use WordSift and other dictionary websites
20.6 - Was alcohol a problem in 19th century America?
To find the answer, use the following cartoon to help you:
Answer the question in your summary.
20.7 - Song as evidence
Listen to the song below to support the claim that alcohol was a problem in the 19th century. Complete the "I hear/It means" chart while you are listening.
Who'll Buy? song
20.8 - The Bottle - a series of plates
Open the powerpoint presentation below and look at a series of 8 plates depicting a story, showing the moral and physical effects of alcohol. As you view the plates, complete an "I see/It means" in
20.9 - Women and Temperance over time
How does the Temperance movement and the role of women change over time? To investigate analyze the cartoon below:
20.10 - Venn Diagram
To compare how the movement changed over time, compare the cartoon you just looked at with the cartoon from 20.6, the Bar of Destruction
20.11 - Women in the Temperance Movement
Read and take notes on the exert below from Jessy Randall, "The Origins of the American Temperance Movement." Ardent Spirits.
Focus on key questions:
20.12 - The Temperance Pledge
Pick at least two of the following pages to read through, then answer:
1 - The Temperance Pledge and the illustration
2 - Illustration by Stebbins, Fifty Years History of the Temperance Cause
3 - American Temperance Union Pledge
4 - Philadelphia Female Total Abstinence Society Pledge
5 - Pennsylvania Catholic total Abstinence Society Pledge and Pledge for Children
6 - Pledge of the Pennsylvania Society for Discouraging the Use of Ardent Spirits
Temperance Pledge
20.13 - Create a Bumper Sticker
Create a bumper stick that illustrates an effect(s) of alcohol and convinces young adults today not to drink. Review the effects of alcohol in the early 19th Century. Look at the examples provided of Billboards from the 19th Century. Use the template or Web 2.0 tools provided below. On the template provided, you may use computer technology or draw your illustrations.
The Bumper Sticker must include:
§a visual(s)
§a slogan.
§accurate information
§creative and colorful illustrations and slogan
§neat and legible work
Example:
Template:
Or use Microsoft Word -
Tech Tools
MakeStickers
BuildDesign - Bumper Stickers
BumperStickerStudio
FunDraw - Bumper Sticker
Day 21 - Thursday July 26th
21.1 - Malden High vs. Medford Football
The annual Malden versus Medford football game was played Friday night. Due to family commitments I was unable to attend the game. The game was decided when Donnell Wilson caught a touchdown pass on the last play of the 4th quarter giving Malden a 14-10 victory. Monday morning when I arrived at school "everyone" was talking about the "catch" and the victory. What I want to know is what REALLY happened and just how great of a play this catch actually was. Throughout the day I spoke to the following people in an attempt to obtain the truth. As I review each source I must constantly ask myself "what is the validity of each person's comment and what is their particular expertise in the area of high school football?"
Read and mark up the following document:
Answer these questions:
21.2 - Primary vs Secondary Sources
1. What do you think the difference is between a primary and a secondary source?
2. How is an historian like a detective?
21.3 - Let's Investigate
Go to DoHistory
Click on the topic: On your Own
Click on: History Tool Kit
Click on Using Primary Sources
21.4 - General List
Below are some basic questions you should ask about sources:
21.5 -Types of Primary and Secondary Sources
Now its your turn to identify what are some types of primary and secondary sources most often used by historians
Below are two links that may help you in your search. Feel free to search for other sources!!
Sources Used in History
Types of Primary Sources
21.6 -Test what you Know about Primary and Secondary Sources
Click on the link below which gives you the chance to identify primary and secondary sources:
On Line Lesson
Click on Begin the Lesson near the bottom of the page
You are given two examples of how a topic can be a primary or a secondary source
Click next and go to Differences between Primary and Secondary Sources near the bottom of the page. Go through the examples they give you and check your answers for accuracy.
When you feel you understand the differences of the examples given:
Click next to Questions to Ask Sources located near the bottom of the page. When you feel you understand this information:
Click Next to Titanic Source Quiz at the bottom of the page
Take the quiz
Press finish when you have completed all the questions and see how you did!!
21.7 -Design your own Quiz on Primary and Secondary Sources
Review your lists of examples of types of primary and secondary sources
Select a topic or period in history (or psychology if you like)
Use the same format that was used in the on line lesson
Below are a few links you may want to look at to get you started on your selected topic:
NationalArchives Documents
100 Milestones in American History
Eye Witness to History
21.8 - Paragraph
Write a paragraph on why both primary and secondary sources are essential to the the work of an historian.
21.9 -Thesis statements
Thesis Writing Guidelines
- A thesis statement is an argument. It is a 1-2 sentence statement of the purpose of your essay: what will you be proving to the reader in the essay?
- It should be toward the end of an introductory paragraph and include enough specifics that the reader has a general idea of the key points you will make to support your biggest claim.
- Your thesis statement should likely be a compound sentence, including a preview of the major points you will make to support your big claim. So, instead of writing a simple thesis statement like "The end of World War II brought about major consequences" you should probably write something like "When World War II ended in 1945, the major consequences included the division of Germany, the start of the United Nations, and the beginning of the Cold War."
- To write your thesis, ask yourself 4 questions:
a. What is my topic?b. What argument am I prepared to make?
c. How can I state my argument as clearly and powerfully as possible?
d. Is my statement a direct answer to the question or response to the prompt or claim about the topic?
21.10 - Pick the best Thesis Statement
Example:
Prompt: Explain the relationship between nationalism and sectionalism in 1850s America.
Choice 1: In 1850s America, nationalism was being overshadowing by growing sectionalist developments as the debate over the spread of slavery reached its highest points and set the stage for the start of the Civil War.
Choice 2: American nationalism grew after the victory in the Mexican-American War in 1848 and the resulting land acquisitions.
Answer: Choice 1 - The first thesis statement is better because it directly responds to the essay prompt, is clearly written, and includes specifics of the argument that will be made in the essay. Meanwhile, the second choice seems to be off in terms of time period and does not include enough specifics.
Student work:
Prompt A: Why were the American colonists successful in winning independence from the British in the late 18th century?
Choice 1: Aid from the French helped turn the tide of the American Revolution toward victory for the colonists. This, in addition to their previously held advantages of strong military leadership and homeland advantage, led the colonists to win the war and gain their independence.
Choice 2: In the late 18th century, after years of protesting unfair laws and many key battles, the American colonists won independence from their mother country of Great Britain.
Prompt B: In what ways was the abolition movement of 19th century America divided?
Choice 1: The abolition movement of 19th century America was divided in terms of both tactics and goals, as there were strong, differing opinions over how to most effectively make abolition occur and the process by which complete abolition should be sought.
Choice 2: Leading up to the Civil War, the abolition movement in America was divided, but ultimately remained united enough to push leaders of the country to end slavery forever.
Prompt C: To what extent did Andrew Jackson’s presidency benefit the United States of America?
Choice 1: Despite his record on treatment of Native Americans, Andrew Jackson’s presidency greatly benefited the U.S. due to his administration’s work on expanding voting rights and economic policies.
Choice 2: Andrew Jackson was the eighth president of the United States and known for being the symbol of Jacksonian Democracy.
21.11 - Thesis Statement Generating
21.12 - Paragraph writing
21.13 - Memory and Study Skills
How do you remember information? How do you study?
21.14 - Memory Statements
Copy the following statements into your virtual notebook. Put them in the order with the top one being the one that most relates to you, and list through the last one which least relates to you.
1. “I just can’t remember anything when I take tests.”
2. “I remember the information when I’m studying, but I forget it the day of the test.”
3. “I can’t even remember information while I am studying, much less during the test.”
4. “My memory is so bad that I can’t even remember three pieces of information!”
5. “I remember things I read in the textbook, but I can’t seem to remember what the teacher talks about in class.”
6. “I remember every word the teacher says in class, but I have trouble remembering information from what I read.”
7. “I’m just so bored with what we have to learn. I can’t remember things if they’re not interesting to me.”
21.15 - Handout
Mark up the handout. Then:
Directions: Imagine that you find one of your good friends crying in the hall between classes because he or she is failing many classes. This friend is too upset to talk or listen to you and leaves school early to go home. You know this friend does well on classwork and homework assignments but always fails tests. You decide to write a long note with your advice about how to remember information for tests.
Before you begin writing, you might want to think about the different problems people have that cause them difficulty in remembering information on tests days. Think about specific solutions to these different problems. Also, think about ways to encourage your friends to use your suggestions. Write you response below, save and then upload to your virtual notebook.
Day 22 - Friday July 27th
22.1 - Week 5 Checklist
22.2 -What are the Olympics? Why are they important?
22.3 - Olympics Challenge
Find the answers to the following questions:
Use these resources or find your own:
Olympics Primer
Olympics Facts
Interesting Olympic Facts
FAQ about the Olympics
Olympic Fun Facts
Symbols of the Olympics
22.4 - Olympics Primer
Go to the following website:
BBC - Olympic Primer
Read through each section the complete the activities at the bottom. Copy and paste your results to your wikispace page.
22.5 - Saudi Arabia Women in the Olympics
Read the following article:
BBC News - London 2012 Olympics - Saudi Arabian Women to Compete
"There is almost no public tradition of women participating in sport in Saudi Arabia, and officials have found it difficult to find athletes who could meet the minimum criteria for competing." What chance do these women have in the Olympics?
22.6 - Summer Summary
Which topics were your favorite and why? Which topics were your least favorite and why?
22.7 - Final Presentation
Pick one of the technology tools we have used over the past few weeks and create a presentation sharing what you learned in summer school history. You must include the following:
Glogster
Prezi
SlideRocket
Wikispaces
MindMaps
PowerPoint
22.8 - Exit Survey
22.9 - Use the rest of your time today to work on missing work.
It's been great working with you, good luck and enjoy the rest of your summer!